运动干预对学习困难、普通小学生执行功能影响的时程效益比较

发布时间：2018-05-10 12:40

本文选题：运动干预 + 学习困难　；参考：《中国特殊教育》2017年06期

【摘要】：为探讨16周篮球运动干预对学习困难、普通小学生执行功能影响的时程效益特征及其差异,为设计促进不同类型儿童执行功能发展的运动方案提供实践基础,本研究选取学习困难和普通小学生102名,并将两组被试各自随机分为实验组和对照组,采用开发的篮球运动干预方案对实验组实施16周的运动干预,实验前、实验8周、16周、17周(干预结束后第1周)、18周(干预结束后第2周)时采用执行功能测量工具全面评价学习困难和普通小学生的抑制、刷新、转换三个子功能。结果发现:(1)运动干预对学习困难小学生的执行功能有积极影响,抑制、刷新和转换时程效益均表现为18周、17周、16周、8周实验前。(2)运动干预对普通小学生执行功能有积极影响,其中,抑制和刷新时程效益表现为18周、17周、16周8周实验前;转换功能时程效益表现为18周、17周、16周、8周实验前。(3)运动干预对学习困难和普通小学生时程效益差异表现为,学习困难小学生抑制和转换功能的改善效果好于普通小学生,运动干预8周及以后,学习困难小学生与普通小学生的抑制功能水平不存在差异;运动干预对学习困难、普通小学生刷新功能均有改善效果,但改善效果在两类学生中无显著差异。结论:16周篮球运动干预对学习困难、普通小学生执行功能均有积极效益;且随时程变化,运动干预不同类型小学生执行功能的效益存在差异。
[Abstract]:In order to explore the time-course benefit characteristics and differences of the influence of 16-week basketball intervention on learning difficulties and executive function of ordinary primary school students, this paper provides a practical basis for designing sports schemes to promote the development of executive function of different types of children. In this study, 102 students with learning difficulties and ordinary pupils were randomly divided into two groups: experimental group and control group. 16 weeks of exercise intervention was carried out in the experimental group with the developed basketball intervention scheme. In experiment 8 weeks, 16 weeks and 17 weeks (the first week after the intervention was 18 weeks (the second week after the intervention), the executive function measurement tool was used to comprehensively evaluate learning difficulties and the inhibition of ordinary pupils, refresh and convert three sub-functions. The results showed that the exercise intervention had a positive effect on the executive function of pupils with learning disabilities, and inhibited it. The benefit of refreshing and converting time course was 18 weeks, 17 weeks, 16 weeks and 8 weeks before the experiment.) exercise intervention had a positive effect on the executive function of ordinary primary school students. Among them, the effects of inhibition and refreshment were 18 weeks, 17 weeks, 16 weeks, 8 weeks before the experiment, and 18 weeks, 17 weeks, 16 weeks and 8 weeks before the experiment.) the difference of exercise intervention in learning disabilities and ordinary primary school students' time course benefit was as follows. The improvement of inhibition and conversion function of pupils with learning disabilities was better than that of ordinary pupils. There was no difference between the inhibition function of pupils with learning disabilities and that of ordinary pupils after 8 weeks of exercise intervention. There were no significant differences between the two types of students in the improvement of the refresh function of the ordinary primary school students, but there was no significant difference between the two types of students. ConclusionTwo 16 weeks basketball intervention has positive effects on learning difficulty and executive function of ordinary primary school students, and the effect of exercise intervention on different types of pupils' executive function is different at any time.
【作者单位】：北京师范大学体育与运动学院;重庆师范大学体育学院;曲阜师范大学研究生处;扬州大学体育学院;
【基金】：教育部人文社会科学研究规划基金“促进学习困难小学生脑执行功能改善的运动干顶方案开发与应用研究”(项目批准号:15YJAZH101) 北京市教育科学“十二五”规划重点课题(项目批准号:AGA15205)的阶段性成果
【分类号】：G804.8

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